English FAL Grade 12 Paper 3 November 2024 NSC Memo

NATIONAL SENIOR CERTIFICATE GRADE 12 ENGLISH FIRST ADDITIONAL LANGUAGE P3 NOVEMBER 2024 MARKING GUIDELINES MARKS: 100 These marking guidelines consist of 12 pages. Copyright reserved Please turn over

English First Additional Language/P3 2 DBE/November 2024 NSC – Marking Guidelines INSTRUCTIONS AND INFORMATION These marking guidelines must be used together with the attached English FAL assessment rubrics for SECTIONS A, B and C. SECTION A: ESSAY QUESTION 1 Instructions to Markers: • Candidates are required to write on ONE topic only. • The ideas listed below the topics are only some ways in which the topic could be interpreted. • Full credit must be given for the candidates' own interpretation. • Marking must be objective. Give credit for relevant ideas. • Use the 50-mark assessment rubric to mark the essays. The texts produced by candidates must be assessed according to the following criteria as set out in the assessment rubric: o Content and planning (30 marks) o Language, style and editing (15 marks) o Structure (5 marks) NOTE: • Adhere to the length of between 250 and 300 words as prescribed in the CAPS document. However, should the maximum word count be exceeded, refer to the First Additional Language Examination Guidelines Grade 12, 2021. • No additional penalties may be imposed as the rubric itself imposes penalties. 1.1 It's my life... Narrative/Reflective/Descriptive/Discursive/Argumentative • If narrative, the essay must have a strong story line and an interesting ending. • If reflective, the essay should convey the writer's/candidate's reactions and feelings. • If descriptive, the candidate should create a picture in words, using as many senses as possible to make the description clear. • If discursive, the arguments for and against the topic must be well- balanced and clearly analysed in the essay. The candidate must provide supporting evidence for his/her arguments. The candidate may come to a particular conclusion at the end of the essay, which should include recommendations. • If argumentative, the essay must reflect a specific argument or viewpoint for or against the topic. The candidate should give a range of arguments to support and substantiate his/her view. The conclusion should be a strong, clear and convincing statement of the writer's opinion. NOTE: A candidate may write an essay which contains elements of more than one type of essay/any other essay type, relevant to the topic. [50] Copyright reserved Please turn over

English First Additional Language/P3 3 DBE/November 2024 NSC – Marking Guidelines 1.2 Small steps; big changes Discursive/Argumentative/Narrative/Reflective/Descriptive • If discursive, the arguments for and against the topic must be well- balanced and clearly analysed in the essay. The candidate must provide supporting evidence for his/her arguments. The candidate may come to a particular conclusion at the end of the essay, which should include recommendations. • If argumentative, the essay must reflect a specific argument or viewpoint for or against the topic. The candidate should give a range of arguments to support and substantiate his/her view. The conclusion should be a strong, clear and convincing statement of the writer's opinion. • If narrative, the essay must have a strong story line and an interesting ending. • If reflective, the essay should convey the writer's/candidate's reactions and feelings. • If descriptive, the candidate should create a picture in words, using as many senses as possible to make the description clear. NOTE: A candidate may write an essay which contains elements of more than one type of essay/any other essay type, relevant to the topic. [50] 1.3 Allow your silence to speak for you. Discursive/Reflective/Descriptive/Argumentative/Narrative • If discursive, the arguments for and against the topic must be well- balanced and clearly analysed in the essay. The candidate must provide supporting evidence for his/her arguments. The candidate may come to a particular conclusion at the end of the essay, which should include recommendations. • If reflective, the essay should convey the writer's/candidate's reactions and feelings. • If descriptive, the candidate should create a picture in words, using as many senses as possible to make the description clear. • If argumentative, the essay must reflect a specific argument or viewpoint for or against the topic. The candidate should give a range of arguments to support and substantiate his/her view. The conclusion should be a strong, clear and convincing statement of the writer's opinion. • If narrative, the essay must have a strong story line and an interesting ending. NOTE: A candidate may write an essay which contains elements of more than one type of essay/any other essay type, relevant to the topic. [50] Copyright reserved Please turn over

English First Additional Language/P3 4 DBE/November 2024 NSC – Marking Guidelines 1.4 That was unexpected! Narrative/Descriptive/Reflective/Discursive/Argumentative • If narrative, the essay must have a strong story line and an interesting ending. • If descriptive, the candidate should create a picture in words, using as many senses as possible to make the description clear. • If reflective, the essay should convey the writer's/candidate's reactions and feelings. • If discursive, the arguments for and against the topic must be well- balanced and clearly analysed in the essay. The candidate must provide supporting evidence for his/her arguments. The candidate may come to a particular conclusion at the end of the essay, which should include recommendations. • If argumentative, the essay must reflect a specific argument or viewpoint for or against the topic. The candidate should give a range of arguments to support and substantiate his/her view. The conclusion should be a strong, clear and convincing statement of the writer's opinion. NOTE: A candidate may write an essay which contains elements of more than one type of essay/any other essay type, relevant to the topic. [50] 1.5 'Comparison is the thief of joy. ' – Theodore Roosevelt Discursive/Argumentative/Reflective/Narrative/Descriptive • If discursive, the arguments for and against the topic must be well- balanced and clearly analysed in the essay. The candidate must provide supporting evidence for his/her arguments. The candidate may come to a particular conclusion at the end of the essay, which should include recommendations. • If argumentative, the essay must reflect a specific argument or viewpoint for or against the topic. The candidate should give a range of arguments to support and substantiate his/her view. The conclusion should be a strong, clear and convincing statement of the writer's opinion. • If reflective, the essay should convey the writer's/candidate's reactions and feelings. • If narrative, the essay must have a strong story line and an interesting ending. • If descriptive, the candidate should create a picture in words, using as many senses as possible to make the description clear. NOTE: A candidate may write an essay which contains elements of more than one type of essay/any other essay type, relevant to the topic. [50] Copyright reserved Please turn over

English First Additional Language/P3 5 DBE/November 2024 NSC – Marking Guidelines Interpretation of pictures The candidate: • must give the essay a suitable title. • may interpret the pictures in any way. • may choose to write any type of essay. • must link the interpretation to the picture. • may write in any appropriate tense. 1.6 Picture: Child on swing Narrative/Descriptive/Reflective/Argumentative/Discursive • Literal interpretations: playing, childhood • Figurative interpretations: innocence, being carefree [50] 1.7 Picture: Robot cooking Narrative/Descriptive/Reflective/Argumentative/Discursive • Literal interpretations: Artificial Intelligence, cooking • Figurative interpretations: the future, time travel [50] 1.8 Picture: Galloping horse Narrative/Descriptive/Reflective/Argumentative/Discursive • Literal interpretations: horse, transport • Figurative interpretations: strength, freedom [50] TOTAL SECTION A: 50 Copyright reserved Please turn over

English First Additional Language/P3 6 DBE/November 2024 NSC – Marking Guidelines SECTION B: LONGER TRANSACTIONAL TEXT QUESTION 2 Instructions to Markers: • Candidates are required to answer ONE question. • Marking must be objective. Give credit for relevant ideas. • Use the 30-mark assessment rubric to mark the responses in this section. The texts produced by candidates must be assessed according to the following criteria as set out in the assessment rubric: o Content, planning and format (18 marks) o Language, style and editing (12 marks) NOTE: • Adhere to the length of between 120 and 150 words as prescribed in the CAPS document. However, should the maximum word count be reached mid-sentence, read to the end of that sentence. • No additional penalties may be imposed as the rubric itself imposes penalties. 2.1 LETTER OF APPLICATION A letter of application for part-time work. • Acceptable variations of the format must be allowed. • The tone and register of the letter must be formal. • The letter must include an introduction, a body and a conclusion. The following aspects of format must be included: o Address of sender o Date o Recipient: The Manager/Owner o Name of bookshop o Address of recipient o Greeting/Salutation o Subject line o Suitable ending o Signature and name of sender The following information may be included: o Relevant personal qualities which make the applicant suitable for the position o The date when the applicant will be available to assume duty o An indication that the CV is attached. [30] Copyright reserved Please turn over

English First Additional Language/P3 7 DBE/November 2024 NSC – Marking Guidelines 2.2 MAGAZINE ARTICLE An article on, 'How to manage your leisure time effectively'. • The article must have a suitable heading. • Paragraphs should not be too long. • The style should be personal, addressing the reader directly. • The style can be descriptive and figurative, appealing to the imagination of the reader. • The article should stimulate interest and keep the reader engaged. The article must provide advice to the reader on how to manage leisure time effectively. [30] 2.3 OBITUARY An obituary for the captain of a sports team. • The tone must be formal. • The following aspects of format must be included: o Full name of the deceased o Date of birth o Date of death o Birthplace o Where the person was living at the time of death o Key survivors (e.g. spouse, children) and their names o Date, time and place of funeral o A tribute to the deceased • The following information may be included: o Biographical information o Cause of death. [30] 2.4 DIALOGUE A conversation between father and child. • A brief context must be provided at the beginning of the dialogue. • The tone should be informal. • The following aspects of the dialogue format must be included: o The names of the speakers or references to the speakers written on the left side of the page. o A colon after the name of the character who is speaking. o A new line to indicate each new speaker. Where necessary, actions must be given in brackets before the words are spoken. [30] TOTAL SECTION B: 30 Copyright reserved Please turn over

English First Additional Language/P3 8 DBE/November 2024 NSC – Marking Guidelines SECTION C: SHORTER TRANSACTIONAL TEXT QUESTION 3 Instructions to Markers: • Candidates are required to answer ONE question. • Marking must be objective. Give credit for relevant ideas. • Use the 20-mark assessment rubric to mark the responses in this section. The texts produced by candidates must be assessed according to the following criteria as set out in the assessment rubric: o Content, planning and format (12 marks) o Language, style and editing (8 marks) NOTE: • Adhere to the length of between 80 and 100 words as prescribed in the CAPS document. However, should the maximum word count be reached mid-sentence, read to the end of that sentence. • No additional penalties may be imposed as the rubric itself imposes penalties. 3.1 POSTER Poster competition to promote tourism. • The poster must have an eye-catching headline. • Sufficient details must be given to encourage people to visit the town/enter the competition. • Contact details may be provided. • Catchy words and phrases must be credited. NOTE: Do NOT award marks for illustrations or drawings. [20] 3.2 DIARY ENTRIES Diary entries before and after a holiday that turned out differently. • There must be TWO diary entries. • The dates/times must be reflected. • The entries must express the candidate's feelings before and after returning from a holiday. • The diary entries must be written in the first person. • The language must be simple and informal. • The tone must reflect suitable emotions. [20] Copyright reserved Please turn over

English First Additional Language/P3 9 DBE/November 2024 NSC – Marking Guidelines 3.3 INSTRUCTIONS Instructions on how to plan a birthday party. The instructions: • may be in point or paragraph form. • must be clear and in a logical sequence. • must be written in the imperative. [20] TOTAL SECTION C: 20 GRAND TOTAL: 100 Copyright reserved Please turn over

English First Additional Language/P3 10 DBE/November 2024 NSC – Marking Guidelines ASSESSMENT RUBRIC FOR ESSAY – FIRST ADDITIONAL LANGUAGE [50 MARKS] Criteria Exceptional Skilful Moderate Elementary Inadequate CONTENT & 28–30 22–24 16–18 10-12 4-6 PLANNING -Outstanding/Striking response -Very well-crafted response -Satisfactory response -Inconsistently coherent -Totally irrelevant response beyond normal expectations -Fully relevant and interesting -Ideas are reasonably coherent response -Confused and unfocused ideas Upper level (Response and ideas) -Intelligent, thought-provoking ideas with evidence of and convincing -Unclear ideas and unoriginal -Vague and repetitive Organisation of ideas for and mature ideas maturity -Reasonably organised and -Little evidence of organisation -Unorganised and incoherent planning; -Exceptionally well organised -Very well organised and coherent, including introduction, and coherence Awareness of purpose, and coherent (connected), coherent (connected), body and conclusion/ending audience and context including introduction, body and including conclusion/ending introduction, body and 30 MARKS conclusion/ending 25–27 19–21 13–15 7–9 0–3 -Excellent response but lacks -Well-crafted response -Satisfactory response but some -Largely irrelevant response -No attempt to respond to the the exceptionally striking -Relevant and interesting lapses in clarity -Ideas tend to be topic Lower level qualities of the outstanding ideas -Ideas are fairly coherent and disconnected and confusing -Completely irrelevant and essay -Well organised and coherent convincing -Hardly any evidence of inappropriate -Mature and intelligent ideas (connected), including -Some degree of organisation organisation and coherence -Unfocused and muddled -Skilfully organised and coherent introduction, body and and coherence, including (connected), including conclusion introduction, body and introduction, body and conclusion conclusion/ending LANGUAGE, STYLE & 14–15 11-12 8- 9 5- 6 0–3 EDITING -Tone, register, style and -Tone, register, style and -Tone, register, style and -Tone, register, style and -Language incomprehensible vocabulary highly appropriate to vocabulary very appropriate to vocabulary appropriate to vocabulary less appropriate to -Tone, register, style and Tone, register, style, Upper level purpose, audience and context purpose, audience and purpose, audience and context purpose, audience and context vocabulary not appropriate to vocabulary appropriate -Language confident, context -Appropriate use of language to -Very basic use of language purpose, audience and context to purpose/effect and exceptionally impressive -Language is effective and a convey meaning -Tone and diction are -Vocabulary limitations so context; -Compelling and rhetorically consistently appropriate tone -Tone is appropriate inappropriate extreme as to make Word choice; effective in tone is used -Rhetorical devices used to -Very limited vocabulary comprehension impossible Language use and -Virtually error-free in grammar -Largely error-free in grammar enhance content conventions, and spelling and spelling punctuation, grammar, -Very skilfully crafted -Very well crafted spelling 13 10 7 4 -Language excellent and -Language engaging and -Adequate use of language with -Inadequate use of language Lower level 15 MARKS rhetorically effective in tone generally effective some inconsistencies -Little or no variety in sentence -Virtually error-free in grammar -Appropriate and effective -Tone generally appropriate and -Exceptionally limited and spelling tone limited use of rhetorical devices vocabulary -Skilfully crafted -Few errors in grammar and spelling -Well crafted STRUCTURE 5 4 3 2 0–1 -Excellent development of topic -Logical development of -Relevant details developed -Some valid points -Necessary points lacking Features of text; -Exceptional detail details -Sentences, paragraphs well- -Sentences and paragraphs -Sentences and paragraphs Paragraph development -Sentences, paragraphs -Coherent constructed faulty faulty and sentence exceptionally well-constructed -Sentences, paragraphs -Essay still makes sense -Essay still makes some sense -Essay lacks sense construction logical, varied 5 MARKS Copyright reserved Please turn over

English First Additional Language/P3 11 DBE/November 2024 NSC – Marking Guidelines ASSESSMENT RUBRIC FOR LONGER TRANSACTIONAL TEXT – FIRST ADDITIONAL LANGUAGE [30 MARKS] Criteria Exceptional Skilful Moderate Elementary Inadequate CONTENT, PLANNING 15–18 11-14 8-10 5-7 0–4 & FORMAT -Outstanding response -Very good response -Adequate response -Basic response -Response reveals no beyond normal demonstrating good demonstrating demonstrating some knowledge of features Response and ideas; expectations knowledge of features knowledge of features knowledge of features of the type of text Organisation of ideas -Intelligent and mature of the type of text of the type of text of the type of text -Meaning obscure with for planning; ideas -Maintains focus – no -Not completely focused -Some focus but writing major digressions Purpose, audience, -Extensive knowledge digressions – some digressions digresses -Not coherent in content features/conventions of features of the type of -Coherent in content -Reasonably coherent -Not always coherent in and ideas and context text and ideas, very well in content and ideas content and ideas -Very few details -Writing maintains focus elaborated and details -Some details support -Few details support the support the topic 18 MARKS -Coherence in content support topic the topic topic -Necessary rules of and ideas -Appropriate format with -Generally appropriate -Necessary rules of format not applied -Highly elaborated and minor inaccuracies format but with some format vaguely applied all details support the inaccuracies -Some critical topic oversights -Appropriate and accurate format LANGUAGE, STYLE & 10–12 8–9 6–7 4-5 0–3 EDITING -Tone, register, style -Tone, register, style -Tone, register, style -Tone, register, style -Tone, register, style and vocabulary highly and vocabulary very and vocabulary and vocabulary less and vocabulary do not Tone, register, style, appropriate to purpose, appropriate to purpose, appropriate to purpose, appropriate to purpose, correspond to purpose, purpose/effect, audience and context audience and context audience and context audience and context audience and context audience and context; -Grammatically -Generally -Some grammatical -Inaccurate grammar -Error-ridden and Language use and accurate and well- grammatically accurate errors with numerous errors confused conventions; constructed and well-constructed -Adequate vocabulary -Limited vocabulary -Vocabulary not suitable Word choice; -Virtually error-free -Very good vocabulary -Errors do not impede -Meaning obscured for purpose Punctuation and -Mostly free of errors meaning -Meaning seriously spelling impaired 12 MARKS Copyright reserved Please turn over

English First Additional Language/P3 12 DBE/November 2024 NSC – Marking Guidelines ASSESSMENT RUBRIC FOR SHORTER TRANSACTIONAL TEXT – FIRST ADDITIONAL LANGUAGE [20 MARKS] Criteria Exceptional Skilful Moderate Elementary Inadequate CONTENT, PLANNING 10–12 8-9 6-7 4-5 0-3 & FORMAT -Outstanding response -Very good response -Adequate response, -Basic response, -Response reveals no beyond normal demonstrating good demonstrating demonstrating some knowledge of features Response and ideas; expectations knowledge of features knowledge of features knowledge of features of the type of text Organisation of ideas; -Intelligent and mature of the type of text of the type of text of the type of text -Meaning obscure with Features/conventions ideas -Maintains focus – no -Not completely focused -Some focus but writing major digressions and context -Extensive knowledge digressions –some digressions digresses -Not coherent in content of features of the type of -Coherent in content -Reasonably coherent -Not always coherent in and ideas 12 MARKS text and ideas, very well in content and ideas content and ideas -Very few details -Writing maintains focus elaborated and details -Some details support -Few details support the support the topic -Coherence in content support topic the topic topic -Necessary rules of and ideas -Appropriate format with -Generally appropriate -Necessary rules of format not applied -Highly elaborated and minor inaccuracies format but with some format vaguely applied all details support the inaccuracies -Some critical topic oversights -Appropriate and accurate format LANGUAGE, STYLE & 7–8 5-6 4 3 0–2 EDITING -Tone, register, style -Tone, register, style -Tone, register, style -Tone, register, style -Tone, register, style and vocabulary highly and vocabulary very and vocabulary and vocabulary less and vocabulary do not Tone, register, style, appropriate to purpose, appropriate to purpose, appropriate to purpose, appropriate to purpose, correspond to purpose, vocabulary appropriate audience and context audience and context audience and context audience and context audience and context to purpose and context; -Grammatically -Generally -Some grammatical -Inaccurate grammar -Error-ridden and Language use and accurate and well- grammatically accurate errors with numerous errors confused conventions; constructed and well-constructed -Adequate vocabulary -Limited vocabulary -Vocabulary not suitable Word choice; -Virtually error-free -Very good vocabulary -Errors do not impede -Meaning obscured for purpose Punctuation and -Mostly free of errors meaning -Meaning seriously spelling impaired 8 MARKS Copyright reserved